Learning disabilities: the educator's role in identifying and directing strategies in relation to writing and reading

• Autor(a) principal: Silva, Francisca Andréia do Nascimento
• Data de Publicação: 2022
• Outros Autores: Oliveira, Williamar Figueiredo de, Alves, Aldeceles Marinho
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8744
• topic: Aprendizagem; Dificuldades; Leitura; Escrita; Learning; Difficulties; Reading; Writing

The main challenge for professionals working with education is to diagnose and deal with learning difficulties. We know that people learn in different ways and their energy can be routed to find appropriate strategies for their learning, rather than looking for ways to hide their difficulties. That is why parents, educators and professionals who work with these children have a great responsibility, since it is essential to work to overcome these difficulties or at least to alleviate them, because their ability to observe, to detect problems, to know how to deal and giving feedback and defining how and when to intervene are of paramount importance. This research aims to understand how the difficulties of writing and reading are presented in the educational context, as well as the possibilities of intervention so that this situation is reversed. It is a bibliographical study in a vast literary collection with authors, such as: Corso (2004), Furtado (2008), Teles (2009), among others that deal with the theme under study, who deal with the subject under study. Instructing teachers to diagnose these learning difficulties, especially those related to writing and reading, as well as understanding their role in the front of these problems, intervening and contributing to make learning happen in a significant way is essential for the development of a teaching work that Teach everyone, but respect their particularities. It is hoped that through the research developed, it will be possible to take a direct look at the difficulties encountered in the classroom in relation to the teaching-learning process, providing strategies for coping with them.